Affordances and Pedagogical Implications of Augmented Reality (AR)-Integrated Language Learning

Abstract

Technologies have permeated the field of language education in recent decades. Language education has been informed by the technology-enhanced practices. Researchers have exhausted a variety of technologies and technological tools in the field of language education. Augmented reality (AR) is one of the emerging technologies that has been exploited in both education and language education. However, it is reported that educators' lack of knowledge and confidence in employing emerging technologies such as AR are limiting the use of these technologies in language education. To dive into the employed AR-related practices in language education, this chapter will (1) introduce the definition of AR, (2) discuss the underlying theories undergirding AR-integrated language learning, (3) present both the affordances and thorny issues accompanied with AR, and lastly, (4) share pedagogical implications of AR-integrated language learning to inform and usher the practices of language educators.

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“…More often than not, attempts have been in vain to meet these instructional needs. Multiple studies have investigated different technologies and technological tools in the field of language/teacher education: literacy and augmented reality (Park & Khoshnevisan, 2019); augmented reality and English language art classroom (Khoshnevisan, 2021a); augmented reality and teacher education (Khoshnevisan, 2019b;Khoshnevisan, 2021b); automatic writing evaluation (AWE) tools to enhance writing skills (Khoshnevisan, 2019e); animated pedagogical agents (Khoshnevisan, 2018a;Khoshnevisan & Rashtchi, 2021); AR flashcards (Khoshnevisan, 2020b); technology and language education in America (Khoshnevisan, 2019d); augmented reality and language learning (Khoshnevisan & Le, 2018); audiotaped dialogue journals (Rashtchi & Khoshnevisan, 2008); ARinfused apps (Hadid, Mannion, Khoshnevisan, 2019); material development (Khoshnevisan, 2020a) to name but a few. Khoshnevisan (2019c) chronologically reviewed different technologies used to help language learners.…”